European Union countries at computer lessons
Ольга Анатоліївна Мукосєєнко
Municipal institution “Mariupol secondary school of І-ІІІ levels # 33 of Mariupol city council of Donetsk region”
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Keywords

computer science
European integration
European Union
mind map
model of teaching information “compression”
primary and secondary comprehensive schools
software
timeline “Porcupinefish”

How to Cite

Мукосєєнко, О. (2018). European Union countries at computer lessons. New Computer Technology, 16, 275-280. https://doi.org/10.55056/nocote.v16i0.850
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Abstract

Research goals: to demonstrate the author’s experience in implementing the European integration ideas at the informatics lessons in secondary school, demonstrating the use of the author’s timeline “Porcupinefish” in the educational process. Research objectives: to identify the informatics school subject topics, which studying expedient will be solving tasks with European integration content; to determine the software useful and convenient for such problems solving. To explore the convenience and possibility of using timeline “Porcupinefish” in the learning process, determining the software for such time scale construction. Object of research: computer science teaching to secondary schools pupils of 4-11 forms. Subject of research: using tasks with European integration content in the computer science lessons, use of educational information visualization and “compression” models in the computer science lessons, use of software tools for teaching the informatics to general education secondary schools pupils. Research methods used: theoretical (analysis of psychological and didactical sources), diagnostic (analysis of pupil’s performance). Results of the research: 1) on the basis of psychological and didactical sources analysis, the expediency of using problems with European integration content at the informatics lessons has been determined; 2) software tools applicable to solve such problems are determined; 3) the programs and textbooks on informatics for secondary schools pupils of 4-11 forms have been analyzed; 4) the expediency of using timeline “Porcupinefish” in the educational process has been established and stated; 5) the software convenient for its construction is determined. The main conclusions and recommendations: 1) using in educational process problems with Eurointegration content instills the pupils’ interest to EU countries, familiarizing them with the European Union history, at the same time demonstrating the EU values and promotes awareness of the importance of Ukraine’s accession to the European Union; 2) it is advisable to use timeline “Porcupinefish” in the educational process.

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References

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